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Grade 7 Unit on Forces and Motion


Stage 1 -- Desired Results
Science Content Standard Addressed

S7.PHS.2
The learner will be able to describe and give examples of Newton's laws of motion.
S7.PHS.1
The learner will be able to relate the properties and changes of matter to motions and forces.

Other Content Area Standards Addressed

M7.DPS.1
The learner will be able to collect, organize and describe data.
M7.DPS.3
The learner will be able to describe the observed difference between mathematical and experimental outcomes.
M7.DPS.6
The learner will be able to analyze and interpret graphical displays, including those with statistical information.
M7.MEA.2
The learner will be able to explain that measurements are always estimates and that the degree of accuracy of a measure relies on the precision of the measurement tool and the carefulness of the measurement taken.
M7.MEA.3
The learner will be able to compare units of measurement within the same system.

NETS-S Standards Addressed

ISTE NETS-S Standards Document

(individual standards relevant for this unit are embedded and noted in plan activities, below)

Enduring Understanding/Goal

  • There are two factors that impact motion: force and change in direction

Essential Questions
  • How can an object’s motion be described?
  • What are the impacts of Newton's laws in day-to-day life?

Student Objectives (Learning Outcomes)

Students will be able to:
  • Calculate speed, velocity, and acceleration
  • Demonstrate how to graph motion
  • Describe how forces act in pairs
  • Identify Newton’s Laws of Motion and apply each law to an appropriate situation
  • Measure how mass affects acceleration

Stage 2 -- Assessment Evidence
Performance Tasks

Students will:
  • Calculate motion using probes and display results graphically.
  • Analyze and compare the data of runners to study the different variables which can impact speed, velocity, and acceleration
  • Determine how different masses affect acceleration
  • Design an experiment which demonstrates Newton’s Laws of Motion

Other Evidence of Student Understanding

  • Pre-survey will be administered to determine student's prior knowledge of Newton's Law of Motion. The pre-survey can be given using Google Forms, Survey Monkey, etc.
  • Evaluate design of rocket experiment which demonstrates Newton’s Laws of Motion. Using a rubric conduct an individual, peer, and teacher evaluation of the experiment.
  • Lab reports will be required to determine the student's understanding of motion. Using a rubric conduct individual and teacher evaluation of the lab report.

Stage 3 -- Learning Plan
Learning Activities

The students will:
  • Use manipulatives to depict Newton’s first law
  • Use digital tools (i.e. probes) to measure variables in the classroom
  • Use digital tools to calculate and graph
  • Use manipulatives to create a model to depict Newton’s second law of motion
  • Design rockets to illustrate Newton’s third law and explain the applicability of Newton’s Laws of Motion
  • Explore online resources to experiment with the variables of Newton’s Laws

The teacher will:
  • Identify and develop web resources for the incorporation of digital tools
  • Gather materials needed to design and create the student lab activities
  • Monitor and provide feedback on student progress

Unit Overview

This is a two-lesson unit about Newton's Laws of Motion. Over the course of approximately 12 days, students will learn to identify properties of force and motion as they relate to objects in the world. Students will use manipulatives and design experiments to demonstrate Newton's Laws, including the creation of rockets.

Lesson Plans

Lesson 1

(6 Days)

Essential Question(s):
How can an object’s motion be described?

Lesson Plan/Activities:

Day 1

  • Hook Activity: Do a demonstration of Newton’s Law of Motion (i.e. pull out a table cloth, roll balls with two different masses down a ramp, blow-up a balloon and let it go, etc.) See resources for help.
  • Teacher to debrief with probing questions to students. These questions may not seek answers at this point, but provide a framework for what students are trying to achieve in the unit. This discussion can serve as a pre-assessment or teachers can use Survey Monkey or ActiveVote , etc.) [NETS 5b, c]
  • Preview Key Terms: motion, frame of reference, direction, force (unbalanced & net), mass, gravity, friction, resistance, acceleration, etc)

Day 2

  • Teacher directed instruction using Promethean Board: Point of reference and motion (show and discuss motion & point of reference video)
  • Students - working in pairs - will use digital video cameras to take VERY SHORT (30 second) video clips illustrating motion and point of reference. [NETS 1a, b, c / 2a, b, d]
  • Discussion: Show and discuss videos of examples of point of reference in everyday life. Teacher shows other video clips if necessary (e.g., Car appearing to move when parked beside another moving car, trains passing each other vs. passing a stationary object, etc). Key vocabulary applied to these examples.
  • Teacher directed instruction using Promethean Board: Speed and velocity, graphing motion (calculating speed as a function of time and distance),

Day 3 & 4

  • TEAM ACTIVITY: Calculate speed with physics manipulatives (e.g. acceleration track apparatus, etc.) [NETS 3a, c,d / 4a,b,c,d / 5a,b,c,d / 6a,b,c,d]
  • Measure, record, and graph data (i.e. Google docs, Excel, Promethean etc.) [NETS 1a,b,c,d / 3c,d / 4c / 5a,b,c,d / 6a,b]
  • TEAM ACTIVITY: Create lab report based on activities conducted. Questions to frame report include: how many tests conducted, what variables were applied to increase or decrease speed, what conclusions can be drawn from reading data. This activity should also include a final activity where teams compare results and draw class conclusions on key things that impact speed. Lab report format could be based on this format.

Day 5 & 6 Acceleration
  • Calculate and graph acceleration with manipulatives
    Acceleration Lab09.pdf
    [NETS 3a, c,d / 4a,b,c,d / 5a,b,c,d / 6a,b,c,d]
  • Virtual labs [NETS 1c / 3a,b,c,d / 4a,b,c,d / 5a,b,c,d / 6a,b]
  • TEAM ACTIVITY: Create short video snippets using Flip camera to demonstrate principles of motion and describe the variables in their experiments that caused greater acceleration, (steeper ramp), more drastic direction change, (more speed, with greater opposing force), etc. Students share/present to class.

Resources:

Lesson 2

(6 days - can be extended if necessary to accommodate more time for rocket design, launch, and data collection)

Essential Question(s):
  • How can Newton’s laws be understood in our modern world?

Lesson Plan/Activities: Rocketry and acceleration

Days 7, 8, & 9
  • On Promethean Board, demo of the application of Newton's Laws of Motion in our modern world http://www.youtube.com/watch?v=UVdqxYyFRKY
  • Discussion: Newton's Laws 1...examples of inertia and force/mass acceleration, action-reaction pairs phenomena in everyday life..body travels fwd when car stops suddenly. The lab in prior activity demonstrated Newton's 2nd law...variables of mass affecting acceleration.
  • Research the principles of rocket design [NETS 3d / 5a,b,c,d / 6a,b]
  • Video Clip: Demonstration of Newton's 3rd Law Newton's Third Law or How rockets work? [NETS 5a,b,c,d]
  • TEAM ACTIVITY: Design rockets to illustrate Newton’s third law and explain the applicability of Newton’s Laws of Motion [NETS 1a,b,c / 2a,d / 3a,b,c / 4a,b,c,d / 5a,b,c,d / 6a,b]

Day 10 and 11

  • Launch day for the rockets [NETS 1a,c]
  • Students create a digital and video record of data collected to include approximate altitude and overall success in flight during rocket launching and measurement of variables in different rocket designs (weight, size, number of fins, geometry, etc.) [NETS 2a,b / 3b,d / 5a,b,c,d / 6a,b]. Record data on flight and rocket design variables on a Google spreadsheet that the entire class contributes to.
  • Conduct class discussion on how various rocket designs and design characteristics influence rocket flight (review Google spreadsheet from previous activity on Promethean board), Create hypothesis and questions.
  • Students gather questions based on their work today to ask a NASA rocketry engineer (teacher should arrange connection in advance) In the real world of rocketry what designs of fins have proved to be the best over time? What modifications are scientists considering in their new designs of these components? What materials are being used..we use balsa wood, but what materials are best for the acceleration experienced in rocket blasts?

Day 12

  • Skype (or chat, tweet, etc.) to NASA to connect with rocketry expert (engineer/scientist) to discuss student questions and hypothesis from day before. [NETS 2a / 5a,b,c,d]
  • Discuss how these sorts of design considerations and experimentation are handled in real-world rocketry programs.
  • Post assessment

Resources:


Portions derived from Understanding By Design Worksheet Backwards Design Process (Developed by Grant Wiggins and Jay McTighe, 2002) and Creating 21st Century Classrooms III: Connecting the Dots unit template (VT Department of Education, 2010)